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Development of Makassarese Language Learning Materials Based on the Character Building Concept for 5 Grade Elementary School St

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Development of Makassarese Language Learning Materials Based on the Character Building Concept for 5 Grade Elementary School St DEVELOPMENT OF MAKASSARESE LANGUAGE LEARNING MATERIALS BASED ON THE CHARACTER BUILDING CONCEPT FOR 5th GRADE ELEMENTARY SCHOOL STUDENTS 1 Sitti Rabiah Department of Indonesian Language and Literture Education Faculty of Letter Universitas Muslim Indonesia Corresponding author: [email protected] Abstract This study aimed to develop Makassarese language learning materials based on character building concept for elementary schools, particularly the 5th grade students in Makassar city. This research started from researchers concern on the Makassarese language which is one of the local languages in South Sulawesi province, Indonesia. Although, this language is still used by native speakers, but if it is not followed by preservation, it has the potential to be abandoned by its speakers and extinct. The Indonesian government has a program called “Indonesia Emas 2045” to realize the period when elementary school students take important role in the future. Therefore, it is necessary to preserve local languages on the one side and character building on the other side. So this research is designed to synergize both. The mix method was used in this research. Development stages of learning materials refers to research and development stages by Borg and Gall then collaborated with the research phase by Brown. This research resulted learning model and learning material of Makassarese language based on character building concept with 8 that are extracted from 18 character values (character building concept) by the Ministry of Education and Culture Republic of Indonesia. Keywords: Development, Makassarese Language, Learning Materials, Character Building, Elementary School Introduction The Makassarese language is one of the local languages in South Sulawesi. Alwi and Sugono stated that the status of local languages should be two points of view: (1) the local language as a means of communication for the speakers who come from the same ethnic group, and (2) the local language in relation to Indonesian language. If we see from the perspective of the local language as a means of communication, the function serves as: (1) the symbol of regional pride, (2) the symbol of regional identity, (3) interfaces within families and communities, (4) supporter of regional culture and Indonesian languages (as the national language), and (5) supporter of regional literature and Indonesian literature. [1] Furthermore, the aim of Makassarese language learning process, student will have: (1) the language skills of Makassarese language both oral and written (2) good knowledge of Makassarese language and literature, (3) positive attitude towards Makassarese language, literature, script, and culture, Although not included in the category of endangered languages, but the reduction in 1 Preprint version of published articles in International Journal of Academic Research . Nov 2016, Vol. 8 Issue 6B, p32-37. 6p. 1 the uses of the Makassarese language in daily activities will cause this language becomes passive and extinct. “Indonesia Emas 2045” is a program by the Indonesian government in order to succeed the 100 years of Indonesian independence in the year of 2045 with demographic bonus. Indonesia in the golden age is expected to have a young and superior human resources that have been ready to advance the Indonesia development. Elementary school students who are in the age range 6-14 years old now will be 39-47 years old in the year 2045 [2]. The generation in that age range require special treatment by developing their good character through good quality education and competitive system. On the other side, the preservation of local languages which have started to be forgotten by the speakers deserves serious attention from the government. Urgency of character building through education and the potency from the primary school age period will play a strategic role for the progress of the Indonesian nation. Then it should be pursued various approaches to build the students character in accordance with the characteristics of elementary school age development. One way to do that is to integrate character values into the learning process. Many researchers applied the Makassarese language into various method: honorific sub-system of Makassarese language [3], discourse analysis of the Makassarese language metaphor [4], draft curriculum of local languages (Buginese and Makassarese) [5]. They also applied learning materials development with various languages: Acehnese language learning materials development for fourth grade students in Aceh [6], and need analysis and learning materials writing on writing skill of Maritime English based on genre for nautical maritime academy students in Indonesia [7]. Researchers since 2012 also produce some research articles with various perspective to portrait the condition of the learning process on Elementary school. Mostly focusing on research about learning materials development on Makassaraese language [8] [9] [10] [11] Then the other topics about revitalization of Makassarese language [12], critical analysis towards Curriculum 2013 from the perspective of local language existence [13] and preservation of aksara lontarak [14]. The novelty of this research is researchers integrating character values into the Makassarese language learning materials. The learning process is expected to provide supplies to students both Makassarese language skills on the one side, and the character building on the other side. The values of these characters will enter into the Makassarese language learning process through learning material. Methods This research approach use mixed method. Creswell in Emzir mentioned that there are three approaches in research that is often used namely quantitative approach, qualitative approach, and mixed methods approach. Furthermore, in the implementation of research and development, there are some method used, namely (1) descriptive method, used in a initial study to collect data on existing conditions; (2) evaluative method, used to evaluate the process of testing the development of a product; and (3) experimental method, used to test the efficacy of the resulting product. [15]. 2 Stages of this research refer to development model of learning material based on research and development by Borg and Gall with 10 steps as follows: (1) need analysis, (2) planning, (3) developing the preliminary form of the product, (4) preliminary field testing, (5) revising the main product, (6) main field testing, (7) operational product revision, (8) operational field testing (9) the final product revision and (10) dissemination and implementation.[16] Description of those phases as follow: (1) Need analysis: This step is done through observation, and interviews were conducted to determine whether the product to be designed and developed it according to the needs and deserves. (2) Planning: Determine specific goals to be achieved from the product. (3) Developing the preliminary form of the product: The initial product is designed. The products are simple initially incomplete and still in need of revision and refinement. (4) Preliminary field testing: Conducted on a small group of people, for example some users such as students, or faculty, and other users. The purpose of this step is to obtain initial qualitative feedback obtained from interviews, questionnaires, and observation. (5) Revising the main product: The purpose of the revision is to enhance the product in accordance with the standards and requirements. (6) Main field testing: In this stage, usually research products have been tested in the field using the design. (7) Operational product revision: If main field testing has not met or answer problems in research, product revision was necessary. Testing and revision cycle will continue until the products meet the performance standards or performance goals achieved. (8) Operational field testing: The main purpose of this step is whether the developed product is really worth, valid and reliable and ready for use without the presence of the researcher. In other words, this step prepares the product is ready to use for education. (9) The final product revision: The next step is the final revision of the product developed. Final revision includes the writing of the final product with regard writing as linguistic, artistic, and design of the final product ready to be printed and published, either for itself or commercial interests. (10) Dissemination and implementation: The last step of the procedure is the development of research and dissemination and implementation. This step is done by doing seminars or workshops with other parties, published in scientific journal, or work with a publisher that might be able to publish and distribute the product commercially. Furthermore, the steps adopted from Brown include three phases are outlined as follows. In the development phase with activities: (1) the analysis of needs, (2) test the basic ability and student characteristics, and (4) develop teaching material as a product. Later in the 3 implementation phase conducted activities: (1) test in class, (2) discussion between the author-teachers on learning materials, (3) the revision of learning materials products. In the phase of evaluation activities: (1) evaluating learning materials, and (2) the final revision of the learning materials, and (3) the distribution and publication (whether in a small or large). [17] Results and Discussion Learning materials developed obtained from a series of steps which refers to the model of Research
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